Educational Management beyond the Classroom and the Pursuit of Equity for Economically Marginalized Learners.
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| Title: | Educational Management beyond the Classroom and the Pursuit of Equity for Economically Marginalized Learners. |
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| Authors: | Nabi, Ryan B.1 jasonchavez615@gmail.com, Chavez, Jason V.2, Paringit, Sammy C.3, Andrade, Maria Cristina P.4, Legarde, Michael Angelo A.5, Berry, Erwin B.6, Polestina, Mary Anne M.7, Garil, Benigno A.1, Canlas, Joshua P.8 |
| Source: | International Journal of Special Education. 2026 Special Issue, Vol. 41, p44-56. 13p. |
| Subject Terms: | *Low-income students, *Educational support, *School administration, *Educational equalization, *Education policy, *Academic motivation, *Universities & colleges, Stakeholder analysis |
| Abstract: | Despite ongoing efforts to promote equity in higher education institutions (HEIs), economically disadvantaged learners often face systemic barriers that extend beyond the traditional classroom. While much of the existing research focuses on pedagogical reforms within formal instruction, there remains a critical gap in understanding how stakeholders’ motivations and collaborative dynamics contribute to the creation of inclusive educational management practices and support systems outside the conventional learning space. This exploratory study addresses that gap by examining the motivations, experiences, and collaborative efforts of key stakeholders including academic personnel, students, parents, and community members in shaping responsive and accessible learning guidelines for economically challenged students in HEIs. Using purposive sampling, data will be collected from 25 participants through one-on-one semi-structured interviews. A reflexive thematic analysis approach will be employed to uncover emergent themes related to stakeholder engagement, shared responsibilities, and policy development. The study is expected to yield insights into the motivational drivers that prompt stakeholders to engage in educational support initiatives beyond classroom instruction. It also aims to identify effective collaborative practices and highlight systemic challenges faced during policy formation. The anticipated outcome is a set of practical recommendations for HEIs seeking to institutionalize stakeholder-informed, inclusive learning policies tailored to the needs of economically marginalized learners. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194880293 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Educational Management beyond the Classroom and the Pursuit of Equity for Economically Marginalized Learners. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nabi%2C+Ryan+B%2E%22">Nabi, Ryan B.</searchLink><relatesTo>1</relatesTo><i> jasonchavez615@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Chavez%2C+Jason+V%2E%22">Chavez, Jason V.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Paringit%2C+Sammy+C%2E%22">Paringit, Sammy C.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Andrade%2C+Maria+Cristina+P%2E%22">Andrade, Maria Cristina P.</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Legarde%2C+Michael+Angelo+A%2E%22">Legarde, Michael Angelo A.</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Berry%2C+Erwin+B%2E%22">Berry, Erwin B.</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Polestina%2C+Mary+Anne+M%2E%22">Polestina, Mary Anne M.</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Garil%2C+Benigno+A%2E%22">Garil, Benigno A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Canlas%2C+Joshua+P%2E%22">Canlas, Joshua P.</searchLink><relatesTo>8</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p44-56. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Low-income+students%22">Low-income students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholder+analysis%22">Stakeholder analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Despite ongoing efforts to promote equity in higher education institutions (HEIs), economically disadvantaged learners often face systemic barriers that extend beyond the traditional classroom. While much of the existing research focuses on pedagogical reforms within formal instruction, there remains a critical gap in understanding how stakeholders’ motivations and collaborative dynamics contribute to the creation of inclusive educational management practices and support systems outside the conventional learning space. This exploratory study addresses that gap by examining the motivations, experiences, and collaborative efforts of key stakeholders including academic personnel, students, parents, and community members in shaping responsive and accessible learning guidelines for economically challenged students in HEIs. Using purposive sampling, data will be collected from 25 participants through one-on-one semi-structured interviews. A reflexive thematic analysis approach will be employed to uncover emergent themes related to stakeholder engagement, shared responsibilities, and policy development. The study is expected to yield insights into the motivational drivers that prompt stakeholders to engage in educational support initiatives beyond classroom instruction. It also aims to identify effective collaborative practices and highlight systemic challenges faced during policy formation. The anticipated outcome is a set of practical recommendations for HEIs seeking to institutionalize stakeholder-informed, inclusive learning policies tailored to the needs of economically marginalized learners. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 44 Subjects: – SubjectFull: Low-income students Type: general – SubjectFull: Educational support Type: general – SubjectFull: School administration Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Education policy Type: general – SubjectFull: Academic motivation Type: general – SubjectFull: Universities & colleges Type: general – SubjectFull: Stakeholder analysis Type: general Titles: – TitleFull: Educational Management beyond the Classroom and the Pursuit of Equity for Economically Marginalized Learners. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nabi, Ryan B. – PersonEntity: Name: NameFull: Chavez, Jason V. – PersonEntity: Name: NameFull: Paringit, Sammy C. – PersonEntity: Name: NameFull: Andrade, Maria Cristina P. – PersonEntity: Name: NameFull: Legarde, Michael Angelo A. – PersonEntity: Name: NameFull: Berry, Erwin B. – PersonEntity: Name: NameFull: Polestina, Mary Anne M. – PersonEntity: Name: NameFull: Garil, Benigno A. – PersonEntity: Name: NameFull: Canlas, Joshua P. IsPartOfRelationships: – BibEntity: Dates: – D: 04 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
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